METODOLOGIA DE RESOLUÇÃO DE PROBLEMAS: ENSINO E APRENDIZAGEM DE FUNÇÕES NO ENSINO FUNDAMENTAL

• Autor(a) principal: Leão, Alex Sandro Gomes
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/172; http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/436
• topic: Matemática; Resolução de problemas; Conceito imagem e Conceito definição; Ensino de funções; Problem solving; Image concept and Definition concept; Teaching of function; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This paper has as an aim the invstigation about the possibilities that Problem Resolution methodology offers to the teaching and learning process of the function concepts in an elementary school eighth grade group. The justification is supported on the fact of adopting a methodology of teaching which is able to offer to students a contact with day-by-day problems, allowing the development of resolution, interpretation and analysis of the results obtained. The research has been developed with a qualitative and quantitative approach, based on data collected through an interactive observation of the activities proposed, as well as the documents produced by the students. Having as basis the theoretical presuppositions that characterize the concept of image and the concept of definition, on particular reflections and on the research goals, the data analysis has been established. This analysis enabled to prove that the Problem Resolution methodology has enabled the comprehension of the concepts of functions and its properties, as well as the skill development of problem resolution. Through analysis it was also possible to realize a change in the students‟ attitude during the investigation. The work has arisen interest and motivation to the study of functions. It is also possible to conclude that group work strategy has allowed the creation of a discussion, reflection and argumentation environment, that is, it has generated a favorable environment to Math learning.